Open AccessOrganizational Climate in Select Public Elementary Schools in Cebu City: A Reality Check
Author(s) -
Helmer B. Montejo,
Elaine May Patino
Publication year - 2021
Publication title -
journal of education and culture studies
Language(s) - English
Resource type - Journals
eISSN - 2573-041X
pISSN - 2573-0401
DOI - 10.22158/jecs.v5n5p45
Subject(s) - organisation climate , perception , vulnerability (computing) , psychology , work (physics) , public relations , school teachers , political science , sociology , pedagogy , engineering , computer science , mechanical engineering , computer security , neuroscience
Organizational climate influences to a great extent the performance of teachers in school. It is important to know the shared perceptions and psychological conditions of teachers on workplace activities. This study utilized the descriptive method which is a quantitative research method that attempts to collect quantifiable information and presented facts concerning the degree of occurrence of identified institutional climate in select public elementary schools in Cebu City. Using the Organizational Climate Index (OCI) authored by Hoy, Smith and Sweetland (2002), it was found out that the 86 public elementary school teachers coming from Malubog Integrated School, Adlaon Integrated School, Sibugay Integrated School, Sirao Integrated School, and Alaska Elementary School, have high regard to their schools’ climate in terms of institutional vulnerability, collegial leadership, professional teacher behavior, and achievement press. The researchers concluded that organizational climate of trust which involves great relationships with teachers and staff contributes to the affective commitment of teachers and improves their perception on organizational performance, principals and school head. School heads should be openly communicating with their teachers, subordinates, and other big or small employees like secretaries, messengers, and helpers in schools to ensure that these people will continuously receive feedback and support when needed. It is important that they feel valued. With this positive climate, schools’ work environment will improve and warmth and cooperation will be felt by many.